Introduction and Review

Table of Contents

Standards Aligned Unit Plan

Coming to America.pptx

Resources

General Information Websites	Specific Immigrant Groups	Tools and Tutorials	Examples	Primary Source Sets
Immigration - Presentation from LOC Multicultural America Think Quest -Immigration ImagesWikimedia Commons Chinese immigration	Middle passage Potato Famine Ellis Island Jewish Immigration Chinese Railroad Japanese Immigration The Chinese in California Gold Rush Korean Immigration Ship Manifests with Immigrant Lists Good place to begin-can search by port of departure and port of arrival Many, many ship manifests - arriving in New York SS Rotterdam - 1887 British Bark Irvine - 1851 from Ireland SS La Bretagne - 1907 - Mostly Italian immigrants SS Oceanic - 1893 - Japanese and Chinese ImmigrantsPg 2 for Chinese Slave name database Slave Name Database.xlsx Details Download 21 KB	Animoto.com TutorialsSigning Up for Animoto Creating Bit.ly link to Google Docs Credits page Animoto Tutorial Note Taking Tools Analyzing_Primary_Sources.pdf Details Download 55 KB Primary_Source_Analysis_Tool.pdf Details Download 25 KB Google Docs Note Taking Template Citation and AttributionEasyBib	Mr. DeFord's Examples: Irish Immigration Notes Irish Immigration Animoto Delaney - The Middle Passage Mrs. Johnson - The Pilgrims Eric - The Famine Guadelupe - Mexican Braceros	Arrival Attitudes and Struggles Changing the American Landscape Push/Pull-Causes of Immigration When and Where/Facts and Figures

Standards Aligned Unit Plan

Essential Learnings/Learning Targets	History Standards	21st Century Learner Standards	Activities	Assessment
Students will be able to: formulate historical questions based on examination of primary sources Understand and be able to explain the reasons for major periods of immigration to the United States Describe how different segments of U.S. society reacted and changed as different immigrant groups moved to the United States Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.	Formulate appropriate hypotheses about United States history based on a variety of historical sources and perspectives. a. Analyze how economic, political, cultural, and social processes interact to shape patterns of human population, interdependence, cooperation and conflict	1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.	Students will: Examine, analyze and discuss primary sources relating to American immigration and immigrants. Choose a particular immigrant group and conduct research to determine: The reasons that led them to immigrate How the immigrant group impacted U.S. Society How the immigrant group was treated and assimilated. Create a multi-media presentation (an Animoto) that demonstrates their new knowlede and understanding	Immigration Story Rubric